Knowledge convergence in collaborative learning: Concepts and assessment |
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| Institution: | 1. School of Information Systems, Singapore Management University, Singapore;2. Lee Kong Chian School of Business, Singapore Management University, 50 Stamford Road #05-01, Singapore 178899, Singapore;1. Open University of the Netherlands. Welten Institute, PO Box 2960, 6401 DL, Heerlen, the Netherlands;2. Utrecht University. Faculty of Social Sciences, PO Box 80125, 3508 TC, Utrecht, the Netherlands;3. University of New South Wales, School of Education, Sydney, NSW 2052, Australia;4. Open University of the Netherlands/University of Oulu. Welten Institute, PO Box 2960, 6401 DL, Heerlen, the Netherlands;1. Faculty of Education, Monash University, Clayton, VIC, Australia;2. School of Informatics, The University of Edinburgh, Edinburgh, Scotland, United Kingdom;3. Teaching Innovation Unit and School of Education, University of South Australia, Adelaide, SA, Australia;4. School of Education, University of Wisconsin-Madison, Madison, WI, USA;5. Aalborg University, Copenhagen, Denmark |
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| Abstract: | In collaborative learning the question has been raised as to how learners in small groups influence one another and converge or diverge with respect to knowledge. Knowledge convergence can be conceptualised as knowledge equivalence and as shared knowledge prior to, during, and subsequent to collaborative learning. Knowledge equivalence refers to learners becoming more similar to their learning partners with regard to the extent of their individual knowledge. Shared knowledge means that learners have knowledge on the very same concepts as their learning partners. In this article, we provide measures for assessing both, knowledge equivalence and shared knowledge. |
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